Volume 2, Issue 1
November 25, 2007
Support for ALL
Teaching the Triangle
POSITIVE BEHAVIOR INTERVENTION AND SUPPORT(PBIS)
U
nderstanding and
addressing problem
behavior lies at the
root of PBIS implementation. In order to
properly support problem
student behaviors, we must
first understand student
motivation. Prior to the
advent of PBIS, Abraham
Maslow developed a pyramid in the 1940s to understand human motivation.
By combining the 3-tiered
PBIS prevention model and
Maslow’s Hierarchy of
Needs, school staff are
better equipped to understand and implement strategies to effectively support
student and staff needs.
The PBIS prevention
model outlines intervention
strategies for students
exhibiting primary,
secondary and tertiary level behaviors.
In essence, we are
supporting all students rather than applying consequences
for the most difficult.
Maslow’s human
needs pyramid provides a tiered framework for schools to identify
and support the basic motivational needs of students
and staff. He defines these
needs as Physiological,
Safety, Love/Belonging,
Esteem and Selfactualization.
According to Maslow,
physiological needs consist
of food, water, warmth and
shelter. Schools measure
Safety needs annually by
student, parent and staff
surveys. Belongingness can
be measured by the
strength of interpersonal
relationships. A strong
teacher–student relationship
is necessary for quality learning. Esteem is developed
through achievement, status,
responsibility and reputation.
“I just wanted to be
somebody.”
Sean Combs
Maslow believes that if the
first four needs are not met,
individuals may never
achieve self-actualization
(fulfillment, personal
growth). In a recent documentary interview with Sean
Combs, he was asked what
motivated him to achieve his
success. He stated simply, “I
just wanted to be somebody.”
Recognition and acknowledgement is an inherent need
of all humans. The Girl
Scouts and “street” gangs
serve the same basic function.
For those seeking a sense of
belonging, both groups offer
acceptance. But the activities
of each group are what determines whether the group is
perceived as positive or negative by the larger society.
Many of our students feel
invisible and want to be acknowledged by someone,
anyone. For schools to address the dropout issue they
must offer all student groups
a sense of belonging and
support this through PBIS
implementation activities.
Helping students to realize
their potential should be the
overarching goal of any educational institution. With the
growing pressure for statistical results, some schools
neglect to pursue socialemotional needs as a path to
individual student growth. If
individual needs are met
then the school as a collective will show positive outcomes.
In most secondary
schools, athletes and academically gifted students
receive regular feedback
from adults as to their social
status. But these students
only comprise 15-20% of
the student enrollment leaving the rest of the student
body to determine their own
status. Some students never
find their place. In recent
years we have witnessed
individual youth go to extremes to gain recognition
and fame, in many cases
leading to horrific results.
Social competence and
academic achievement are
the reasons that schools exist. Understanding behavior
and implementing research
based support strategies is
necessary for student
achievement. Only then may
we avoid a dream deferred.
Implementation Tip:
The monthly calendar in
your Systems Sustainability
Handbook is a great tool for
planning activities and reviewing accomplishments.
Building A Continuum of Support
D
POSITIVE BEHAVIOR INTERVENTION
AND SUPPORT(PBIS)
Charlotte-Mecklenburg Schools
Exceptional Children Department
700 East Stonewall, Ste. 404
Charlotte, NC 28202
Phone: 980-343-6960
Fax: 980-343-5433
E-mail: [email protected]
www.cms.k12.nc.us/departments/pbis
“Positive Support for All”
Important Dates
Targeted Group Strategies (12/8/08)
New Team Member Training(1/23/09)
1
PBIS Module II (2 sessions)
(2/24 & 2/26/09) (3/5 & 3/10/09)
PBIS Module III (1 session)
(3/19/09)
C
Brent Croker is the Co-Team Facilitator
at Oakdale Elementary. Brent writes, “At
Oakdale Elementary we use the 3-tier
model outlined by PBIS in intervening with
children based on their individual needs.
PBIS fits nicely within the multi-tier model
of intervention that is implicit in Response
to Intervention (RTI) which is being implemented in North Carolina and CMS.
Furika Reed is the Team Facilitator at
West Charlotte High School. Ms. Reed
writes, “At West Charlotte High School,
Positive Behavior Intervention and Support
is working to improve overall behavior
issues and to increase academic improvement. Over the last three years, West Charlotte has seen a dramatic dip in the number
of students being referred to the office. In
just the past year, there were 43% fewer out
of school suspensions than in the previous
year.
For practical purposes, the manner in
which we identify student needs can be
compared to the process of mining for gold
or jewels. At the most basic tier of PBIS
and RTI, the Universal level, we make sure
that the sifter has very fine holes that allow
only small grains to pass through, exposing
the larger pieces that need further attention.
Those kids in Tier I pass through the sifter
nicely, leaving those students exposed that
require additional attention at Tier II.
These children may require a more intensive approach to meet their needs, including small group lessons, a check-in/checkout (CICO) monitoring process, or additional reinforcement and monitoring of
academic, social, or behavioral skills.
As behavior issues fall, academic
achievement increases, as well as increases
in VoCats scores. Since the inception of
the PBIS model, West Charlotte has seen
the percentage of its’ students passing End
Of Course test almost double, moving from
35% in 2005 to 61% in 2008. The growth
in achievement on these tests is a direct
result of the falling behavioral issues in the
school, as well as a commitment from students and staff to effectively implement
PBIS strategies at West Charlotte.”
The final group of students that are left
behind require the closest attention. This is
Tier III; children with the most intervention
resistant and intensive needs. It’s not that
these kids can’t be reached; they just require much more energy, time, and effort to
improve outcomes for them.”
Data Tips for the Classroom by M. Leonidas and J. Peterson
hart weekly homework goals for
all students to encourage success. Work to establish a 1:1
relationship with struggling students and
show your support for their improvement. For example, offering additional
computer time, a positive note home,
time with you or an extra chance for a
classroom incentive for each day they
complete and turn in their homework
can improve the student’s performance.
A
istrict implementation of PBIS
began with 18 schools in the
Spring of 2004. A high percentage of these schools have done an excellent
job with building their continuum for student support. Two schools, Oakdale Elementary and West Charlotte High have
become exemplary models. Below, team
representatives describe their experiences.
sk a co-worker to observe your
teaching and note the ratio of
positive to negative interactions you have with students. Research
shows a minimum 4:1 ratio is best
practice. Having someone notice patterns and offer suggestions can be a
wonderful professional development
tool.
S
hare both academic and behavioral
data with parents to include them
in setting up necessary supports
for their children. The SWIS Individual
Student Report can be a great source of
information during parent conferences for
students that are struggling.
R
eview quarterly academic
data and cross reference with
behavioral data to identify students who could benefit from changes in
instruction and/or behavioral supports.
Your data review may reveal necessary
changes for whole class, student groups or
individual students.